Professional Documents
Culture Documents
1 | Page
Table of Contents
Chapter 4: Results and Findings........................................................................................... 4
4.1
Introduction....................................................................................................... 4
4.2
4.3
4.4
4.4.1
4.4.2
4.4.3
Intrinsic Motivation..................................................................................... 14
4.4.4
4.5
Relationship between Students Motivation and Their Confidence with Math and With
Computers................................................................................................................ 17
4.5.1
4.5.2
4.6
Summary........................................................................................................ 26
Introduction..................................................................................................... 27
5.2
5.2.1
5.2.1.1
5.2.1.2
5.2.1.3
5.2.1.4
Summary..................................................................................................... 37
Introduction................................................................................................. 39
6.2
Conclusion of Study..................................................................................... 39
6.3
Limitations of Study..................................................................................... 41
2 | Page
6.4
Reference.................................................................................................................... 43
3 | Page
Introduction
In this chapter of research, the primary investigations findings from the secondary school
students are presented related to their perceptions of how can computers have an impact on
students' motivation for learning in mathematics. The chapter would first present the
demographic analysis of the demographic data section in the questionnaire. Later, frequency
analysis for use of computers influence students motivation for learning mathematics was
conducted to assess the responses for four sub-scales used to measure students motivation.
Subsequently, cross-tabulation was conducted to assess relationship between students
motivation and their confidence with math and with computers. The cross-tabulation has helped
in testing the relationship between the dependent (students math motivation) and independent
(computer confidence and math confidence). The findings of all these quantitative analysis
methods are discussed in the current chapter and would further be extended in the next chapter,
by correlating it with the findings gathered from the review of past literature.
4.2
whether the gender was neutral or bias in forming the impact of the use computers on students'
motivation for learning in mathematics subject. Table (4.2) showed it could be analyzed that
there is a slight difference in the portion of the Year 7 (43%) and Year 8 (57%) participants.
Number of students who have participated in the study from both groups was almost equal with
only a difference of 13 students. Furthermore, Table (4.3) for ethnicity, most of the participants
(91.4%) confirmed their white ethnicity while the portion of Asian/Asian British was 5.4%.
35
37.6
Female
58
62.4
Total
93
100.0
5 | Page
40
43.0
Year 8
53
57.0
Total
93
100.0
Frequency Percent
Valid White
85
91.4
Asian/Asian British
5.4
Mixed/Multiple ethnic
groups
2.2
Black/African/Caribbea
n/Black British
1.1
93
100.0
Total
6 | Page
7 | Page
have computers at their home but do not use it, 4% mentioned that they do not have a computer
at home.
Regarding the level of Mathematics for 93 students is concerned, it can be examined only 49%
of the students were high achievers, 33% were average achievers, 2% were low achiever and 9%
responded that they are unaware of their level in Mathematics. The low portion (only 49% out of
100% students who participated in the study) of high achievers in Mathematics could further
help in examining the influence of computer use on math motivation. It can be analyzed that
other 51% was consist of low achievers and average achievers. Results of question # 10 confirm
the fact that 38.7% of the students only spend less than hour in using their computers of
Mathematics lessons. For the examination of the level of ICT for 93 students is concerned, it can
be examined only 33.3% of the students were high achievers, 62.4% were average achievers,
2.2% were low achiever and 2.2% responded that they are unaware of their level in ICT.
Table 4-4: Descriptive Statistics
N
Minimum Maximum
Mean
Std.
Deviation
Do you have a
computer at home
93
1.20
.563
Level in Moths
93
1.69
.921
Level in ICT
93
1.73
.610
92
3.21
.806
93
3.70
2.582
91
1.53
.970
Valid N (listwise)
90
All the highlighted numbers are not relevant and not clear and they should be removed.
8 | Page
4.4
For assessing how goals and values can affect students motivation to learn math. Six
different items or statements were developed under this sub-scale. Table 4-5 shows 43%
of the students agree on the ability of the computer to provide challenging material. It
reveals that 30.1%, while 16.1% strongly agree that use of computer in studying math help
in analyzing the endpoints of math task further keeping them motivated. Table further
showed that 34.4% agree while 44.1% are not sure that the computer helps in predicting
math problem solving. It also confirmed that 41.9% of the students believe the provision
of sufficient examples by computer help them in getting motivated towards the math
content. Similarly, results also showed that use of computer in math help students in
applying it elsewhere as well as help in future studies. From all the items in Table 4-5, it
can be analyzed that students agreed on the fact that by using computers, they are able to
achieve their goals and values associated with math (refer to strongly agree and agree
frequencies in each table). They found computer as goal-oriented mean towards math
learning and subsequently it therefore keeps them motivated towards the subject.
9 | Page
Valid
strongly
disagre
e
disagre
e
neither
agree or
disagre
e
agree
strongly
agree
12a. Computers
provide
challenging
materials
12m. Computer
helps me see
the endpoint of
math task
12n.
Computer
helps me
envisage the
path of
solution
Freque
ncy
Frequ
ency
Frequ
ency
Perc
ent
4.3
3.2
3.2
2.2
5.4
Perce
nt
Perce
nt
12o.
Computer
provides
examples
that help me
learn
Freq
uenc Perc
y
ent
12q.
Computers
used in
Math can be
applied
elsewhere
Freq
uenc Perc
y
ent
12r.I
need
computer
for my
future
studies
Fre Per
que cen
ncy
t
7.5
8.6
5.4
5.4
3.2
31
33.3
40
43
41
44.1
25
26.9
23
24.7
28
40
43
28
30.1
32
34.4
39
41.9
38
40.9
31
15
16.1
15
16.1
9.7
18
19.4
24
25.8
25
93
100
91
97.8
91
97.8
90
96.8
91
97.8
91
26.
9
97.
8
2.2
2.2
3.2
2.2
2.2
93
100
93
100
93
100
93
100
93
100
Total
Missin
g
30.
1
33.
3
99
Total
\
Subsequent to assessing the responses of the frequency analysis, to see the relationship between
the responses for some key value and goals statements and gender in different year groups was
conducted. It can be analyzed from Table 4-6 that females are more oriented towards values and
goals in Year 7 (25) when they use computers to learn math and for subsequent math motivation
in comparison to males in Year 8 (24).
10 | P a g e
$ValuesandGoals*Gender*YGroup Crosstabulation
Gender
YGroup
Male
Female
Total
13
16
Count
25
34
12
15
24
18
42
Computer helps me
envisage the path of
solution
Count
Computer provides
examples that help me
learn
Count
Computers used in
Math can be applied
elsewhere
Count
Total
Computer helps me
envisage the path of
solution
Count
Computer provides
examples that help me
learn
Count
Computers used in
Math can be applied
elsewhere
Count
Total
4.4.2
Count
Like first sub-scale, there were seven items included to assess whether the use of
computer in math is interesting and enjoyable for the students that subsequently help
11 | P a g e
students in getting motivated. Results from Table 4-7 showed that 52.7% students
strongly agreed that they like working on the computer. Findings from the table also
revealed that 40.9% agree while 41.9% strongly agreed on the fact that computer keep
them motivated towards math learning. It further depicted that 38.7% agreed that in using
computer, they lose their track. This is a negative point about the computer usage in
mathematics. It can be analyzed that 38.7% gave credit to the maths association and
computer with computer as a subject that keep students motivated towards math. In
contrary, only 31.2% in table showed that they like to stay on the computer until their
problems are solved. The table showed that 41.9% strongly agree while 39.8% strongly
agree that work is more fun when done with computers and almost 63.4 cumulative
percent of agreement confirmed students view that the computer helps them in paying
more attention towards the subject. In summary, for the findings under this sub-scale, it
can be examined from the findings of all the seven items (cumulative percentages of
strongly agree and agree) that most of the students have found computers as interesting
and enjoyable mean to learn math, which in turn keep them motivated towards the
subject.
Table 4-7: Interest and Enjoyment (Frequency Analysis)
12b. I like
working on
the
computer
12c.
Computer
keeps me
interested
12d. I lose
track of
time when
on the
computer
12e.
Enjoy
Math and
computer
12g.
Work on
a math
problem
on
computer
until sort
it out
12h.Work
fun with
computer
12 | P a g e
12i.
More
attention
when
using
compute
r
Fre
que
ncy
Valid
Perc
ent
strongly
disagree
disagree
5
neither
agree or
disagree
5.4
Fre
que
ncy
Per
cent
Fre
que
ncy
2.2
4.3
10.
8
7.5
10
32
34.4
38
49
52.7
39
Perc
ent
Fre
que
ncy
Per
ce
nt
Freq
uenc
y
3.2
3.2
10
10.8
8.6
13
22.
6
20
21.5
21
36
38.7
36
24
25.8
25
38.
7
26.
9
93
10
0
41
agree
strongly
agree
40.
9
41.
9
29
8
Total
93
100
93
100
93
100
93
P
er
ce
nt
Fre
que
ncy
2.
2
1
4
4
4.
1
3
1.
2
8.
6
1
0
0
Fre
qu Per
Per en cen
cent cy
t
2.2
3.2
4.3
5.4
11 11.8
26
28
37
39
93
39.
8
41.
9
100
Subsequent to assessing the responses of the frequency analysis, to see the relationship between
the responses for some key interest and enjoyment statements and gender in different year groups
was conducted. It can be analyzed from Table 4-8 that females in both Year 7 (45) and Year 8
(40) have found computer as enjoyable and interesting when used for mathematic learning.
Table 4-8: $InterestandEnjoyment*Gender*YGroup Crosstabulation
13 | P a g e
28
33.
3
30.
1
93
10
0
31
Gender
YGroup
Male
Count
Computer keeps me
interested
Count
Count
Count
Total
Count
Count
Computer keeps me
interested
Count
Count
Count
Total
4.4.3
Count
Female
Total
15
21
12
20
10
11
11
18
45
63
13
15
28
10
19
13
14
34
40
74
Intrinsic Motivation
For the third sub-scale only two items were developed. Findings from Table 4-9 confirm
that 24.7% agree and 26.9% strongly agree with the fact that if any math task needs to
use the computer, it motivates them. In addition, Table 4-9 showed that 29% agree and
34.4% strongly agree with the fact that computer use in math drive the need to explore
every lesson. The average agreement percentage confirms that although use of computer
14 | P a g e
for math motivates students towards math, but its impact on intrinsic motivation is
moderate.
Table 4-9: Intrinsic Motivation (Frequency Analysis)
Valid
strongl
y
disagre
e
disagre
e
neither
agree
or
disagre
e
agree
strongl
y agree
Total
12f. Motivated if
task involves
using computer
12j. Computer
makes me keen to
attend lessons
Frequenc
y
Frequenc
y
Perce
nt
3.2
Perce
nt
8.6
7.5
37
23
39.8
24.7
24
27
25.8
29
25
93
26.9
100
32
93
34.4
100
Additionally, in assessing the responses of the frequency analysis, to see the relationship between
the responses for some key intrinsic motivation statements and gender in different year groups
was conducted. It can be analyzed from Table 4-10 that females in both Year 7 (18) and Year 8
(18) have found computer as a mean to satisfy intrinsic motivation relative to males when used
for mathematic and further motivate students towards math.
15 | P a g e
Male
Year 7 Intrinsic
Motivationa
Motivated if task
involves using
computer
Count
Computer makes me
keen to attend lessons
Count
Total
Count
Year 8 Intrinsic
Motivationa
Motivated if task
involves using
computer
Count
Computer makes me
keen to attend lessons
Count
Total
4.4.4
Count
Female
Total
10
13
13
18
26
12
11
19
13
18
31
For last sub-scale, three statements were included in the questionnaire. Findings in Table
4-11 shows that 36.6% of students believed that computer use in math help them in
working with other people and Table 4-11 further confirm that 38.7% agree that computer
use makes the work representable in front of others. Similarly, table 4-11 reveals that
30.1% believe that the computer helps them in showing their abilities in front of the
classroom. All these aspects to work with people subsequently motivate students towards
learning.
Table 4-11: Work with People (Frequency Analysis)
16 | P a g e
12k.Computer
helps work with
other people
Valid
strongl
y
disagre
e
disagre
e
neither
agree
or
disagre
e
agree
strongl
y agree
Total
12l. Show to
others how to do
things with
computer
12p. Computer
helps me show
my abilities
Frequenc
y
Perce
nt
Frequenc
y
Perce
nt
Frequenc
y
Perce
nt
4.3
1.1
4.3
10
10.8
3.2
11
11.8
24
34
25.8
36.6
26
36
28
38.7
31
28
33.3
30.1
19
91
20.4
97.8
25
91
26.9
97.8
17
91
18.3
97.8
Additionally, after assessing the responses of the frequency analysis, to see the
relationship between the responses for some key work with people statements and
gender in different year groups was conducted. It can be analyzed from Table 4-12 that
females in Year 7 (22) and males in Year 8 (23) have found computer helpful in math
motivation because it allows people to work with others.
17 | P a g e
Gender
YGroup
Male
11
Computer helps me
show my abilities
22
28
10
14
Computer helps me
show my abilities
23
10
33
Count
Count
Total
4.5
Total
Total
Year 8 Work with
Peoplea
Count
Female
Count
Count
Count
Relationship between Students Motivation and Their Confidence with Math and With
Computers
In this section of the research, the items included in the questionnaire for understanding the
students responses for the confidence with math and with computers are analyzed. Later, these
results are checked with the results of the motivation scales analyzed above. Analysis of
motivation section C with the items in section D and section E of the questionnaire would help in
revealing whether students confidence with math and with computers help them in remaining
more confident towards the subject.
18 | P a g e
4.5.1
It can be analyzed that from all the statements from 13a to 13e in Table 4-13 that most of the
students have given their agreement or strong agreement when they are asked about their
confidence with math. Students believed that they are not nervous in learning math (28%
agreed), they were confident in getting good marks (37.6% agreed), the difficulty does not worry
them (36.6% agreed) and they found math easy (33.3% agreed). The reason can be the students
perception that they are naturally good at math (33.3% agreed and 22.6 strongly agreed). These
findings can be compared with the results of the four motivation sub-scales (refer to figure 4 and
5). Such high numbers of agreed responses clarifies that those students who are good at math are
also motivated by the use of computers because of computers ability to motivate them through
targeting their goals, interest, intrinsic motivation and socialization and interaction needs.
However, the students motivation towards math cannot be attributed to the use of computer
alone because according to students, their math motivation is natural. In other words, they can
outperform in math without computer too. Thus, based on these findings, results demonstrate an
average relationship.
19 | P a g e
Valid
strongly
disagree
disagree
neither
agree or
disagree
13a. Prospect of
learning new
Math does not
make me
nervous
13c. Difficult
topics in Math
do not worry me
13d. No
matter how
much I read
Math are
easy
Frequen
cy
Percen
t
Freque
ncy
Perce
nt
Freque
ncy
Freque
ncy
Perc
ent
8
16
8.6
17.2
3
5
3.2
5.4
9
8
9.7
8.6
6
13
6.5
14
8
7
20
21.5
20
21.5
24
25.8
16
17.2
24
26
28
35
37.6
34
36.6
31
33.3
31
21
22.6
28
30.1
16
17.2
25
26.9
21
91
97.8
91
97.8
91
97.8
91
97.8
91
25.
8
33.
3
22.
6
97.
8
2
93
2.2
100
2
93
2.2
100
2
93
2.2
100
2
93
2.2
100
2
93
2.2
100
Percent
13e. I am
naturally
good at
Math
Freq
uenc Per
y
cent
agree
strongly
agree
Total
Missi
ng
Total
8.6
7.5
99
20 | P a g e
21 | P a g e
22 | P a g e
4.5.2
Findings for all the statements from 14a to 14d showed in Table 4-14 that compares the students
have given the high portion of the agreement and strong agreement in confidence with computers
than confidence with mathematics. Students believed that they are confident with their answers
(39.8% agreed), they do not panic (35.5% agreed), they do not get nervous (41.9% agreed) and
do not bother mistakes (43% agreed). It shows that students are much confident with the use of
computers and such confidence can be used to correlate the findings of motivation sub-scales.
The good relationship between four sub-scales identified in figure 6 and 7and mathematics
motivation can therefore be regarded as the visible outcome of students confidence with
computers. When the students are confident with computers, they are motivated with math too.
Table 4-14: Confidence with Computers (Frequency Analysis)
14a. Confident for
answers with the
use of computer
Frequenc
y
strongly
disagre
e
disagre
e
neither
agree or
disagre
e
agree
strongly
agree
Total
14b. If computer
programmed goes
wrong I do not
panic
1.1
6.5
6.5
16
17.2
12
18
37
19.4
39.8
25
33
26.9
35.5
31
93
33.3
100
13
93
14
100
14d. If I make a
mistake on
computer I usually
work it out
2.2
12.9
7.5
23
39
24.7
41.9
17
40
18.3
43
19
93
20.4
100
27
93
29
100
23 | P a g e
4.6
Summary
The chapter presented the quantitative findings of the research to assess the impact of the use of
computers on students motivation for learning Mathematics. The findings confirmed that use of
computers is able to affect all the four sub-scale that drive motivation in the students towards the
math. Confidence with math was found comparatively lower correlated with the math motivation
than the confidence with computers. Moreover, gender differences were also noticed between
Year 7 and Year 8 groups students. The results stress in female gender as highly affected by the
relationship between the use of computer and students motivation towards mathematics. The key
findings would be discussed in the next chapter.
25 | P a g e
Introduction
In this chapter of research, the key findings of primary investigation gathered from students of
Year 7 and Year 8 are discussed in order to identify how computers can affect the students
motivation for learning in mathematics. Besides this key question, two other sub-questions
regarding the students confidence with math and confidence with computers and their
relationship with students motivation were set. It has been examined that previous literature has
not offered a great view of the relationship between the computer use and math motivation using
the four-subscale (Goals and values, interest and enjoyment, intrinsic motivation and work with
people) criteria as used in the current research. Thus, by correlating the findings of current
research with the findings of previous studies, a critical and detailed discussion is carried out in
this chapter.
5.2
The largest group of Year 7 and Year 8 group students (N=93) confirmed that there is a
strong association between the computers use and its impact on the students motivation
for learning in mathematics. It can be examined from the results that there are ranges of
factors that place impact on the relationship between computer use and math motivation.
Gender and Year group were identified as key indicators. It was found that females are
more motivated towards the math when computer is used. The reason behind this can be
26 | P a g e
the high percentage of female participation in the study. There are not lots of evidences in
the past studies for gender differences. The current study is significant in this respect. The
above-mentioned findings remind the findings discussed in the research study by
authors Kim et al., (2006). In this study, authors have confirmed that
different genders are motivated when the computers fulfil their
different goals and search needs. Girls are also motivated when
computer is used for their math learning because the colour and
appearances of ICT increase confidence among them. The current
study have not assessed needs of different genders in terms of
computer technicalities and functionalities rather based on foursubscales,
it
has
assessed
the
students
motivation
towards
27 | P a g e
7 and 9 from Year 8). It can be examined that Year 7 students are less goal oriented
and therefore their attitudes are not high towards math motivation (34%) in
comparison high students attitude of Year 8 students (42%). Year 8 students overall
findings confirmed that they use the computer for math learning because of its
example providing nature, its support in envisaging the solution path and computers
ability in math to be applied elsewhere. The greater impact of computers goal
oriented nature has been investigated and discussed in the past literature too. Passey
and Goodison, (2004) in their literature have also confirmed that students search for
higher levels of learning goals and performance approach goals when using ICT for
their learning. This helps them in seeing endpoints of their work. The authors also
substantiated that goal oriented mean like computer helps to draw students attitudes
towards more positive modes of motivation.
5.2.1.2 Key Findings for Sub-Scale Interest and Enjoyment
Frequency results from table 4-7 confirmed that there is a good contribution of this
subscale in shaping students motivation towards math. From Table 4-8, it can be
examined that number of strongly agreed students is higher in the year 8 group
(N=74) relative to (N=63) for Year 7. Year 8 (28) students liked working over
computer more than the Year 7 students (21). However, individually both groups
found computer as interesting in motivating students towards mathematics. It is
worthy to analyze that those students who are more motivated towards the math using
computers often found it an obstruction that result in students lost track of time when
on the computer. It can further be examined that interest and enjoyment are powerful
sub-scales to create a link between the math and computers among both Year 7 and
28 | P a g e
Year 8 students. However, what is needed to note down that females in both years
found computers more interesting in shaping their positive attitudes towards math
(motivation). All these findings add a new dimension when past studies have only
highlighted general information about the ability of computer to develop interest
among the math learners.
In discussing the element of interest and enjoyment, authors Mitra, (2014) has also
confirmed the impact of computers are visible in satisfying the emerging needs and
interests of the learners. ICT;s response towards students interest further trigger
curiosity in them and increase learners attitudes in terms of motivation for dry
subjects like mathematics. Passey and Goodison, (2004) in their research have also
confirmed that use of computers can motivate students to learn mathematics by
offering them interesting and enjoyable environment.
5.2.1.3 Key Findings for Sub-Scale Intrinsic Motivation
Table 4-9 and Table-4-10 shows key findings in terms of third sub-scale used for
measuring mathematics motivation. The results showed that students are more
motivated towards math subject when task involve use of computers (13 from Year 7
and 12 from Year 8). However, females in both years strongly agreed on this point
than male students. Likewise, females in both years also showed higher results for
strong agreement when they were asked about the fact that can computer make them
keen in attuning lessons (8 in year 7 and 11 in year 8). The results of frequency
analysis for various items under this scale have also confirmed that this subscale has
defined students motivation towards math. The research confirms that students look
for intrinsic motivation factors in shaping their motivational attitudes towards a
29 | P a g e
subject and computer helps them in doing as a powerful mean presented in their
school.
Guile and Young, (1998) have found that ICT can be used for the
intrinsic learning and satisfaction of students towards mathematics
that ultimately motivate students towards learning. However, in this
study authors have not taken detailed account of the intrinsic
reasons that drive students motivation to learn. Current research
help in bridging this gap by highlighting impact of intrinsic
motivation provided by computers in positively influencing students
math attitudes. However, at this point findings could be related with
the barriers towards ICT. Liu and Lin, (2010) within their research
have also connected the ideas well by highlighting the role of ICT in
shaping intrinsic motivation among the learners and ultimately to
boost mathematics
confidence. As
30 | P a g e
32 | P a g e
with
mathematics
seems
less
correlated
with
motivation
some students from secondary school were taken as a sample and were
given a questionnaire that answers according to their thoughts on this
aspect. The study undertaken presented the quantitative findings in order to
assess the impact of the computer use regarding the students motivation to
learn mathematics. The findings from the questionnaire showed that the use
of computer is able to influence all the motivation-driving factors within the
students towards math.
The students were asked about some basic statements regarding their
experiences with computers, and at what extent do they agree/disagree with
the given statements. For this, they had to answer either they agree with it
or not. The first statement was that if they felt more confident about their
answers with a computer in terms of helping them and motivating, for which
the findings show a positive response from those students. The results also
show that the confidence with mathematics is less correlated with
motivation, as compared with confidence in computers. Considering the
study of Banister (2001) from the discussed literature with respect to the
results of the conducted study, he had overviewed the findings from
computer technology usage as primary source of learning within the schools.
His study had resulted in identifying the skills of learning computer and
technology are extremely important and essential for students, in particular
to twenty-first century, which has also been indicated by the conducted
study.
36 | P a g e
Indicating another research by Kim (2006), she had also discussed the
association
between
confidence
and
motivation
towards
learning
37 | P a g e
The literature has indicated that the involvement of ICT for school
mathematics has contributed in increasing the confidence and motivations
levels in the students as mentioned by Reynolds (2003). This has led the
students towards learning more from different aspects and ways. The studies
have identified the ICT encourages the students by adapting to different
learning aspects. Those students that are confident and certain enough to
utilize ICT for better understanding of the numeric questions, they are more
inclined towards learning more mathematics relative to the students, which
are not confident in terms of working with computers. The confident students
are comfortable with understanding mathematical figures and related visual
displays with the help of ICT. For the students that are confident in terms of
working by themselves on the computer systems are much more capable in
handling and learning mathematics in an independent manner as compared
to the students that require the help and support for learning mathematics.
Confident students work independently on the computers and in turn learn in
an independent manner as well.
5.3
Summary
39 | P a g e
Introduction
In the final chapter of the research, a through and brief view has been
provided of the research conducted above to gain an insight regarding the
conceptual framework of this research study. The main aim of this chapter is
to incur the outcome of the research study and to check whether the aim of
the research has been accomplished or not. Moreover, a set of limitations is
provided for the following research study. Along with this, the minor aim of
this conclusion is to suggest ways for conducting similar researches in the
future.
6.2
Conclusion of Study
The conclusions drawn from the research findings based on primary investigations from
the secondary school students relating the insights how can computers have an impact on
students' motivation for learning in mathematics. In order to find the desired findings the study
followed a questionnaire that was first revealed the demographic data to be analysed, Later it
followed data based on the use of computers influencing students motivation for learning
mathematics. This section of the questionnaire was conducted in order to assess the four subscales responses that are utilised in measuring students motivation.
Afterward, the questionnaire followed the cross-tabulation in order to assess relationship
between students motivation and their respective confidence with mathematics as well as with
computers. The method cross-tabulation adopted to help in testing the relationship between the
dependent variable that is students math motivation with independent variable that is computer
40 | P a g e
confidence and math confidence. The findings gathered from the quantitative analysis of this
study were discussed in the previous chapter by correlating them with the findings gathered from
the review of past literature.
As per the projection of the literature, it can be viewed that students themselves
mentioned that these assets the usage of computer technology for academic performance and
exploration of the practical data increases their learning motivation. Hence it can be perceived
from the above research that the use of Information and Communication Technology skills in the
learning environment is not only motivating the students attitudes towards mathematics
learning, but it also enables the student to establish and maintain effective communication as per
the requirements of todays employment scale. The Information Communication Technology
plays a very relevant role in building the skills of learners with relevant skills. The results of the
undertaken study further indicated that the question of understanding Student's Confidences with
Mathematics have an impact on their motivation to learn Mathematics is that motivation and
confidence have an average relationship with Mathematics however; it seems that perception is
important. The study concludes by illustrating the key findings of primary investigation that were
gathered from students of Year 7 and Year 8 of secondary school. Furthermore, it can be
concluded that motivation is the most important aspect in the case of mathematics or education
as a whole as it helps in improving the performance of a student. From results, we have observed
that students are intrinsically motivated more when the task is related to ICT and computers.
Students showed more confidence towards computers as compared to mathematics, this showed
that for the statements portraying that computers provide challenging materials, students mostly
replied positive.
41 | P a g e
The literature has indicated that the involvement of ICT for school mathematics has
contributed in increasing the confidence and motivation levels in the students. This has led the
students towards learning more from different aspects and ways. A number of studies have
identified that ICT encourages the students by becoming accustomed to different learning
aspects. The confident students are comfortable with understanding mathematical figures and
related visual displays with the help of ICT. The students that are confident in terms of working
by themselves on the computer systems are much more capable in handling and learning
mathematics in an independent manner as compared to ones who require the help and support for
learning mathematics.
6.3
Limitations of Study
Although the results of this research study are mostly positive, there
are a certain set of limitations to this research study. The limitations of the
present study are that the study has a small sample and cannot be
generalized at a larger level. Studies that are conducted on small samples
have the limitation to be applied to the larger population. The similar case
is presented in this study because participants belong to two-year groups
only. In addition, the measure used to conduct the study is old which can
have an influence on the quantitative approach used for collecting the
study.
Quantitative study used in this study has limitations because of the
questionnaire used that is not reliable because of being a self-report
measure. This could have been taken care of by using a mixed approach.
This study has its restriction because of the methodology used. This study
42 | P a g e
think that computers are interesting and easy. Future studies can include
perception of teachers about the impact of ICT or computers on students
motivation because the opinion of teachers is important. Parents are another
important
part
of
students
study
patterns
and
their
believes
and
and
socioeconomic
confidence
status
among
related
students
to
Mathematics.
for
observing
Difference
confidence
in
and
comparison between genders can also be used for studying ICT and
motivation with Mathematics.
44 | P a g e
Reference
Abrami, P.C. (2001) 'Understanding and promoting complex learning using technology',
Educational Research and Evaluation, 7(2-3), pp. 113-136.
Arthur, J. (2012) Research methods and methodologies in education. Sage publications.
Balanskat, A., Blamire, R. and Kefala, S. (2012) 'The ICT Impact Report. A review of studies of
ICT impact on schools in Europe. European Schoolnet, European Comission'.
Banister, S.I. (2001) Computers in the elementary classroom: teacher and student perspectives.
Barrow, L., Markman, L. and Rouse, C.E. (2008) Technology's edge: The educational benefits of
computer-aided instruction.
Becker, H.J. and Ravitz, J.L. (2001) annual meeting of the American educational research
association, Seattle.
Blaxter, L. (2010) How to research. McGraw-Hill Education (UK).
Bryman, A. (2012) Social research methods. Oxford university press.
Campuzano, L., Dynarski, M., Agodini, R. and Rall, K. (2009) 'Effectiveness of Reading and
Mathematics Software Products: Findings From Two Student Cohorts. NCEE 2009-4041',
National Center for Education Evaluation and Regional Assistance.
Cretchley, P. and Galbraith, P. (2002) 'Mathematics or computers? Confidence or motivation?
How do these relate to achievement?', 2nd International Conference on the Teaching of
Mathematics.
Duckworth, J. (2001) 'Notschool. net research phase-final report', Education. Washington DC.
Fernndez-Manjn, B., Snchez-Prez, J.M., Gmez-Pulido, J.A., Vega-Rodrguez, M.A. and
Bravo-Rodrguez, J. (2007) Computers and Education: E-learning, from Theory to Practice.
Springer Science & Business Media.
45 | P a g e
Galbraith, P. and Haines, C. (1998) 'Disentangling the nexus: Attitudes to mathematics and
technology in a computer learning environment', Educational Studies in Mathematics, 36(3), pp.
275-290.
Galbraith, P.L. and Haines, C. (2000) Mathematics-computing attitude scales. Department of
Continuing Education, City University.
Garca-Santilln, A. and Chvez, M.E.E. (2012) 'Students attitude toward Computer and
Mathematics, Interaction and Engagement in the teaching-learning process: Empirical study on
Accounting, Management, Economy, International Commerce and Marketing undergraduate
students', International Journal of Applied, 2(4).
Guile, D. and Young, M. (1998) 'Apprenticeship as a conceptual basis for a social theory of
learning', Journal of Vocational Education and Training, 50(2), pp. 173-193.
Harris, S. and Kington, A. (2002) Innovative Classroom Practices Using ICT in England: The
second information technology in education study (SITES). NfER.
Hattie, J. and Yates, G.C.R. (2013) Visible learning and the science of how we learn. Routledge.
Henderson, L., Klemes, J. and Eshet, Y. (2000) 'Just playing a game? Educational simulation
software and cognitive outcomes', Journal of Educational Computing Research, 22(1), pp. 105129.
Higgins, S.J. (2003) Does ICT improve learning and teaching in schools? BERA, British
Educational Research Association.
Ilomki, L. (2008) The effects of ICT on school: teachers and students perspectives. Annales
Universitatis Turkuensis B 314.
Jewitt, C., Hadjithoma-Garstka, C., Clark, W., Banaji, S. and Selwyn, N. (2010) 'School use of
learning platforms and associated technologies'.
Johnson, L., Smith, R., Levine, A. and Haywood, K. (2010) 'The Horizon Report: 2010
Australia-New Zealand Edition', New Media Consortium.
46 | P a g e
47 | P a g e
Mitra, S. (2014) 'The future of schooling: Children and learning at the edge of chaos', Prospects,
44(4), pp. 547-558.
Moseley, D., Higgins, S., Bramald, R., Hardman, F., Miller, J., Mroz, M., Tse, H., Newton, D.,
Thompson, I. and Williamson, J. (1999) 'Ways forward with ICT: Effective Pedagogy Using
Information and Communications Technology for Literacy and Numeracy in Primary Schools'.
Moss, G., Jewitt, C., Levai, R., Armstrong, V., Cardini, A. and Castle, F. (2007) 'The
interactive whiteboards, pedagogy and pupil performance evaluation: An evaluation of the
schools whiteboard', London: Institute of Education.
O'Neil, H.F. and Drillings, M. (2012) Motivation: Theory and research. Routledge.
Passey, D. (2000) 'Anytime, Anywhere Learning (AAL): Project evaluation end of first year
implementation summary report', Lancaster: Lancaster University/AAL.
Pelgrum, W.J. and Law, N.W.Y. (2003) 'ICT in education around the world: Trends, problems
and prospects'.
Reynolds, D., Treharne, D. and Tripp, H. (2003) 'ICTthe hopes and the reality', British journal
of educational technology, 34(2), pp. 151-167.
Scanlon, M., Buckingham, D. and Burn, A. (2005) 'Motivating maths? Digital games and
mathematical learning', Technology, Pedagogy and Education, 14(1), pp. 127-139.
Schunk, D.H. (1990) 'Introduction to the special section on motivation and efficacy', Journal of
Educational Psychology, 82(1), p. 3.
Thorvaldsen, S., Vavik, L. and Salomon, G. (2012) 'The Use of ICT Tools in Mathematics: A
Case-control Study of Best Practice in 9th Grade Classrooms', Scandinavian Journal of
Educational Research, 56(2), pp. 213-228.
Veen, W. (1993) 'The role of beliefs in the use of information technology: implications for
teacher education, or teaching the right thing at the right time', Journal of Information
Technology for Teacher Education, 2(2), pp. 139-153.
48 | P a g e
49 | P a g e